Formative Assessment Research Papers - Academia.edu (original) (raw)

This readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking... more

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- Science Education, Chemistry Education, Learning Sciences, Formative Assessment

... reserved. Permissions & Reprints. What is assessment for learning? Dylan Wiliam a , E-mail The Corresponding Author. a Institute of Education, University of London, United Kingdom. Available online 12 April 2011. Abstract. The... more

- by Dylan Wiliam
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- Formative Assessment, Evidence, Evaluation methods, Feedback

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learning.

- by David Boud
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- Psychology, Peer Assessment, Formative Assessment, Self Regulation
- by carlos ayala
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- Formative Assessment, Concept Map, SCIENCE TEACHING, Evaluation methods
- by Muriel Foulonneau
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- Computer Science, E Assessment, Formative Assessment, Linked Data
- by Sean Mulvenon
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- Formative Assessment, Evidence, Criticism, Effect size
- by Claire Stocks
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- Assessment, Peer Assessment, Learning and Teaching, Formative Assessment

The paper relates literature on formative assessment to relevant literature in the field of achievement motivation and then subjects both to scrutiny by analysing video transcript data of how teachers and students interact in the context of routine assessment ''events.'' The paper represents a critique of approaches to formative assessment where the complexity of the situation is minimized and interaction is seen in purely cognitive terms. It suggests that an attempt to understand formative assessment must involve a critical combination and co-ordination of insights derived from a number of psychological and sociological standpoints, none of which by themselves provide a sufficient basis for analysis, and that such considerations need to be contextualized in the actual social setting of the classroom.

- by Paula Serra
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- Science Education, Formative Assessment
- by David Carless
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- Education, Peer Assessment, Formative Assessment, English language teaching

De enero a diciembre del 2004, desde los proyectos del CEPROS se fomentó, proactivamente, a través de capacitación EN EL TRABAJO, el desarrollo de competencias para la recolección, procesamiento, análisis y exposición de información en ciencias sociales. Al finalizar el año, se procedió a certificar estas competencias. El documento muestra diferentes modelos de informar sobre ello, por escrito.

- by Black Sure
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- Teaching and Learning, Education, Formative Assessment, System Engineering

Stand-up Comedy has more to do with teaching than you might think. Is there more to Stand-up Comedy than just 'being funny'? what can teachers learn from interactive performance? How does the experience of Stand-up Comedy relate to:... more

- by Martin Billingham
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- Education, Teacher Education, Formative Assessment, Active Learning

Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university’s expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching staff and other students. Academic staff are challenged by increased class numbers and increased student diversity in classes and university policies to adopt a wide range of information technologies into teaching modes. In this paper, we offer one attempt at addressing these three important contemporary academic challenges: use of information technology to provide timely feedback through formative assessment to help students with a range of abilities to acquire the academic writing skills necessary to succeed in higher education. Early indications show that students find this form of formative assessment very useful. They value the timely and focused feedback from the lecturer and are developing collegiality as they learn from each others’ writing and feedback. We believe that this strategy is sustainable and can be adapted to facilitate academic and social integration for students across many disciplines.

- by Louise Horstmanshof
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- Marketing, Psychology, Information Technology, Higher Education

The idea that formative assessments embedded in a curriculum could help guide teachers toward better instructional practices that lead to greater student learning has taken center stage in science assessment research. In order to embed formative assessments in a curriculum, curriculum developers and assessment specialists should collaborate to create these assessment tasks. This article describes the development of the formal

- by Richard Shavelson and +2
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- Psychology, Formative Assessment, Professional Development, Curriculum Development

Case-study descriptions of secondary and middle school classrooms in diverse contexts provide examples of how teachers implement connected classroom technology to facilitate formative assessment in science instruction. Connected classroom technology refers to a networked system of handheld devices designed for classroom use. Teachers were surprised at the knowledge they gathered about student learning in connected classrooms. They recognized that their

This paper describes the curriculum design and enhancements of dental gross anatomy courses at three universities in North America. The greatest problem for gross anatomy faculty is making the regions of the body below the neck relevant to dental students for their future clinical education as well as the longer term dental practice. The proposed solutions demonstrated in the three courses range from satisfying the student's grade and test requirements, such as passing the anatomical sciences section of the National Board Dental Examination Part I, to making the material relevant to clinical dentistry. Strategies to increase relevance include incorporating clinical faculty into the gross anatomy course and integrating dental clinical material into the course. Lastly, pedagogical innovations include peer teaching, the use of the Internet and intranet for examination preparation, and the animation of dental procedures to illustrate relevant anatomy to dentistry.

- by Geoffrey Guttmann
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- Dentistry, Curriculum Design, Multimedia, Educational Measurement
- by Earl Hunt
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- Psychology, Cognitive Science, Physics, Educational Measurement
- by Tony Burner
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- Psychology, Higher Education, Formative Assessment, Digital Tools

Excerpt: Traditional methods of classroom assessment may silence the voices of the ones most affected by evaluative results—the students. Tests, quizzes, and participation points—if used only to gauge and sort are not meaningful ways of determining individual student needs, and do not provide students a platform for dialogue (McMillan, 2003). Student-inclusive classroom environments, ones that center positive student/educator interaction and value students’ input in classroom
logistics and transformation (Bron & Veugelers, 2014), predicates cultivating student agency in and through assessment.

- by Robin Jackson and +1
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- Formative Assessment, Equity, Critical Consciousness, Critical Reflection
- by Maricel Medina
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- Engineering, Computer Science, Software Engineering, Human Computer Interaction
- by Antonio Calvani
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- Formative Assessment, Feedback
- by C. Gunsalus and +1
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- Engineering, Applied Ethics, Research Design, Graduate Education
- by patrick griffin
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- Formative Assessment

Dette kapitlet handler om vurdering i klasserommet, sett fra både læreres og elevers perspektiver. Vi diskuterer hvordan lærerens observasjoner i klasserommet bidrar til vurdering for læring som kommer både læreren og elevene til gode. Innledningsvis vil vi presentere teoretiske perspektiver om vurdering for læring. Vi konkretiserer dette med to case fra videregående skole, et i norsk vg2 på studieforberedende, og et i engelsk vg2 på yrkesfaglig studieretning. Deretter belyser vi det gjennom beskrivelser av deltakende observasjon, lærernes egne skriftlige fortellinger fra de to timene og oppfølgende intervjuer med elevene. Til sammen er 20 elever ved to ulike skoler intervjuet. Casene viser at lærerne observerer elevene for å finne indikatorer på deres forståelse – finne bevis på læring, eller manglende læring – for så å bruke dette i design av videre undervisning, mens elevene er unisone i sitt krav om vurdering fra læreren. De to casene viser tydelig at vi har å gjøre med to lærere hvor vurderingen er så til de grader integrert i undervisningen, at de viser disse lærernes klare forståelse av sammenhengen – og forskjellene – mellom god opplæring og god vurderingspraksis. Vurderingsperspektivet er sentralt gjennom hele kapitlet og vi vil spesielt diskutere hvordan lærerens vurderingspraksis langt på vei styrer hvordan elevene forholder seg til oppgaver de får. Dette gjør vurdering for læring til en helt sentral del av læreres kontinuerlige utvikling. Avslutningsvis diskuterer vi hvilken rolle vurdering for læring har i den større konteksten om læreres profesjonsutvikling.

- by Lisbeth M Brevik and +1
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- Literacy, Teaching and Learning, Teaching English as a Second Language, Assessment

This paper presents design implications related to findings from research on the development of Interactive Learning Assessments (ILAs). Standardized assessments using multiple choice questions cannot measure the most critical aspects of learning for the 21st century. ILAs place students in advisory roles, leveraging a place-based metaphor to navigate, learn, then give counsel in situations in which they do not already know how to solve the problem; we assess how students learn to learn.

- by Vanessa Svihla
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- Formative Assessment

A natureza de um jogo condiciona a sua forma de ensino, quer se trate de uma aprendizagem de carácter essencialmente desportivo ou em ambiente escolar. O agrupamento dos jogos a partir das suas características comuns é um exercício que proporciona vantagens na definição de progressões da aprendizagem mas também no alinhamen- to curricular, horizontal e vertical. A classificação proposta por Ellis (1983)1 refere-se a jogos de alvo como o golfe, de batimento como o basebol, a jogos de invasão ou territoriais como o futebol, a jogos de rede ou parede como o voleibol ou o ténis. O presente capítulo faz referência aos estilos de ensino em Educação Física e à sua utilização no ensino de um jogo de rede – o ténis. O nosso objetivo passa por proporcionar algumas linhas de reflexão sobre o estabelecimento de uma estratégia de ensino desta modalidade com recurso ao espetro de estilos de ensino de Mosston e Ashworth (1994, 2008).

- by Paulo Nobre
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- Teaching and Learning, Assessment, Formative Assessment, Teacher Training

This paper summarises a study of students' and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students' and academic colleagues' views... more

Placements are integral to many university courses and to increasing student employability skills. Nevertheless, several complications, such as the assessment of placement experiences which often go against the principles of procedural justice, may limit placement effectiveness. For example, procedures are not applied uniformly across students; and evaluations of intangible qualities are susceptible to biases. As a result, effort and learning can be compromised. This paper advocates the use of developmental assessment centers to help solve these shortcomings. Developmental assessment centers are often used in organizations to evaluate capabilities of individuals and to facilitate development. Participants complete a series of work related and standardized tasks. Multiple raters then utilize a systematic approach to evaluate participants on a range of competencies, and consequently present constructive feedback to facilitate learning. Therefore, developmental assessment center princi...

- by Sophie Keele
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- Psychology, Employability, Formative Assessment, Development
- by Herbert Ginsburg
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- Psychology, Cognitive Science, Developmental Psychology, Mathematics
- by Maria João Loureiro
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- Peer Assessment, Psychometrics, Higher Education, Literary Criticism

As online and blended learning has become common place educational strategy in higher education, educators need to reconceptualise fundamental issues of teaching, learning and assessment in non traditional spaces. These issues include concepts such as validity and reliability of assessment in online environments in relation to serving the intended purposes, as well as understanding how formative assessment functions within online and blended learning. This article provides a systematic qualitative review of the research literature on online formative assessment in higher education. As an integrative narrative review, the method applied in this review entailed systematic searching, reviewing, and writing this review of the literature to bring together key themes and findings of research in this field. The authors applied qualitative thematic criteria in selecting and reviewing the available literature from which they focused on identifying and analyzing the core themes that are centr...

- by Joyce Gikandi
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- Biomedical Engineering, Higher Education, Formative Assessment, Online Learning

CONTEXT The literature has shown the importance of students developing threshold concepts and undertaking formative assessment. There are also suggestions within the literature that many students will not undertake beneficial activities that display no direct reward in terms of grades. A new electrical engineering common first year subject with 450 students resulted in bottle necks for providing effective feedback. An online self-paced tutorial resource was created that advanced students through core threshold concepts, supplemented with non-assessed activities that guided students through the process of solving problems and understanding class material PURPOSE The purpose of this pilot study was to answer the research question 'Will students use this ungraded resource and how would they use it?' Findings from this study will be used to expand the resource and better target the design, implementation and usefulness. APPROACH Self-paced tutorials were designed based on recommendations from the literature. They were placed on the subjects Moodle site and promoted as a free resource, having no direct contribution to grades, that would reinforce threshold concepts. Moodle analytics were used to measure student interaction and progress with the tutorials. A survey was completed at the end of the session to gain additional feedback. RESULTS The study found that approximately only a third of students in the subject engaged with the self-paced tutorials. The students that did engage found the resource beneficial, but the feedback suggested that dedicated tutorials on more complex exam styled questions were needed. Insufficient feedback was received from students that found no benefit from the resource. At least 91% of students that failed the subject did not fully engage with the self-paced tutorials. CONCLUSIONS The initial student usage from the pilot provided enough encouragement to use the feedback to develop more modules to support student learning. The modules once developed can be reused across numerous years and shared with other campuses. The design structure can be considered by other academics attempting to develop similar resources. The biggest challenge moving forward is trying to encourage the students at most risk of failing to engage with the self-paced tutorials. This may be due to no direct reward in terms of grades.

- by Sasha Nikolic
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- Threshold concepts, Formative Assessment, Self-Paced Learning
- by Dougal Hutchison
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- Marketing, Psychology, Information Technology, E Assessment

(in press). In S. Tettegah & W. (D.) Huang. Emotions, Technology, and Games. New York: Elsevier. (Will be freely available for download through open access in October, 2015).
ABSTRACT.
Summary
This case study challenges the assumption that successful game-based learning requires flow experience. Analysis of player logs of gameplay behavior and self-reports of subjective experience (the experience sampling method adapted as the Flowometer with self-perceptions categorized through the channel model as flow, arousal, anxiety, worry, apathy, intrinsic motivation, boredom, routine expertise, control) establish that challenge often exceeds skill during the type of inquiry-based learning that occurs when instructional games scaffold player discovery and application of targeted concepts. This pattern persists when integrated game dashboards allow players to define and achieve expertise. The analysis follows three players during their trajectories toward expertise while playing the online instructional video game Selene: A Lunar Construction GaME: an undergraduate female (USA Midwest university) before and after she achieved an “aha!” learning moment, and two Spanish (non-USA, female and male, 15-year-old) players who used the game and dashboard to achieve expert status for targeted planetary geology concepts achieved by only 1% of Selene players (players = 3882). Theory and data suggest perceived experience during game-based learning (states such as anxiety, worry, and arousal) might be conceptualized as eustress, which is known to accompany successful adaptation.

Discussione della situazione del sistema formativo italiano rispetto all'idea e alle pratiche di valutazione diagnostica. Discusse alcune valenze di questo concetto, si esaminano le decisioni pubbliche relative a modelli e strumenti valutativi e in particolare rispetto alla duplice articolazione, interna ed esterna, che la valutazione diagnostica dovrebbe avere: la prima colloca i discenti su una scala costruita in base al parametro rappresentato dagli obiettivi. La seconda codifica l’insieme delle caratteristiche dell’individuo che incidono sull’apprendimento. Nella situazione di palude del sistema formativo italiano, soprattutto delle articolazioni centrali, si suggerisce di organizzarsi dal basso.

Lernfortschritte systematisch zu erfassen ist eine zentrale Voraussetzung für einen am individuellen Förderbedarf orientierten Unterricht. Die bisher überwiegenden Formen der Lernfortschrittsdiagnostik mit Hilfe informeller Beobachtungen oder formeller statusorientierter Tests haben beide Vorteile, bringen jedoch auch erhebliche Nachteile mit sich. Mit dem Konzept des curriculumbasierten Messens wird versucht, die Stärken beider Herangehensweisen zu verbinden: Über einen längeren Zeitraum werden standardisierte aber sehr praktikable Kurztests zum Erfassen unterrichtsnaher Kompetenzen durchgeführt. Möglichkeiten und Grenzen dieses Vorgehens werden diskutiert.

- by Paul Black
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- Formative Assessment, Education Systems, Unpublished, Assessment Methods
- by Warung Wahoner's
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- Formative Assessment
- by Elizabeth Dunphy
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- Ethics, Education, Personality, Educational Research

Assessment of entry characteristics of children in kindergarten is important, in particular for children at-risk or otherwise exceptional children. Both parents and teachers can provide relevant information. To evaluate the reliability and validity of such an assessment, a quasi-experimental study using two pilot screening instruments including intake procedures was carried out. Identical criterion instruments were used in both situations. Longitudinal information was collected with respect to 966 children of just four years old, in 77 classes of 30 Dutch kindergartens. Data analysis occurred by means of alpha scale analysis and multilevel analyses. The results show some differences in the reliability of the two screening instruments. The predictive validity with respect to intellectual and social-communicative characteristics in both instruments is partly in line with expectations. It appears that both parents and teachers have a fairly good idea of some of the qualities a child has. Early assessment can therefore contribute to the cooperation between parents and teachers, to improve play and learning processes of each child in kindergarten and later on.

A variety of common assessment tools for Mathematics education has been procured to elicit discourse regarding the different types of educational assessments used in today's general education curriculum, namely, formal, informal,... more

- by Mary Hamilton
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- Teaching and Learning, Education, Formative Assessment, Sociology of Science
- by Maria Primo
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- Formative Assessment, Attribution Theory, Causal Inference, Correlation
- by Wiliam Scott
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- Formative Assessment, Science, Performance, Models

Abstract. We investigated the validity of applying topic modeling to unstructured student text data from online class discussion forums to predict students’ final grades. Using only student discussion data from introductory courses in biology and economics, both probabilistic latent semantic analysis (pLSA) and hierarchical latent Dirichlet allocation (hLDA) produced significantly better than chance predictions which improved with additional data collected over the duration of the course. Predictions were more accurate from hLDA than from pLSA, suggesting the feasibility and value of deriving conceptual hierarchies relevant to actual student data. Results indicate that topic modeling of studentgenerated text may provide a useful source of formative assessment to support learning and instruction.

- by Vivienne Ming
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- Formative Assessment, Learning Analytics, Personalized Learning

The global disease outbreak of COVID-19 has resulted to different modalities of distance learning where assessing students' academic performance will not be monitored as it was when the learners are inside the classroom. This leads to the focus on assessment of the affective domain of students which is essential to improve academic achievement and the quality of the educational experiences provided. This study introduced the elements of formative assessment and assessed its effect to the level of affective domain of students. Descriptive correlational research design led in attaining the objectives of the study using a researcher made survey questionnaire on the perception on the elements of formative assessment and level of affective domain, participated by 150 grade 7 MDL students of San Pablo City Integrated High School of the academic year 2020-2021. Mean, standard deviation, frequency, percentages, ANOVA and Pearson product moment of correlation were the statistical treatments used. The findings showed that the elements of formative assessment in terms of classroom culture, learning goals, methodologies, incremental and interactive assessments, timely and specific feedback, and learning outcomes as perceived by the students is significantly related to their level of affective domain. This indicates that from low to high level of mathematics achievement, significant differences exist in the perception of the students on the elements of formative assessment and resulted to a moderate to strong correlation with the level affective domain. This implies that the elements of formative assessment have helped in the development of their affective domain. The study suggests to consider the elements formative assessment in planning the learning tasks to be given to students as part of the teaching and learning process to help in the development of their affective domain.

- by Jorine Vermeulen
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- Psychology, Formative Assessment, Diagnostic Testing